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Lesson 2 - Teamwork and Problem Solving

Team Resilience & Problem Solving

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Year 5

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Outdoor Adventurous Activities

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58 min

Big Question

How can we work together as a team to overcome challenges and solve problems effectively?

Learning Objectives

To work as a team to solve problems through communication and collaboration
To suggest ideas and listen actively to others' contributions
To reflect on team performance and identify areas for improvement

Key Outcomes

Students will demonstrate effective teamwork skills in problem-solving activities
Students will show they can listen to others and contribute their own ideas
Students will reflect on team strategies and suggest improvements

Equipment & Resources Required

Balls

Stored in central location for easy access during activities

Alternative: Small balls, juggling scarves

Cones

Used for boundaries and equipment storage in activities

Alternative: Markers, spots, plastic bottles

Hoops

Large hoops preferred for Pass the Parcel activity

Alternative: Rope circles, chalk circles

Quoits

Check for cracks or damage before use

Alternative: Rings, rope circles

Relay Baton

One per team plus spares

Alternative: Foam tubes, cardboard tubes

Ropes

Individual length ropes, check for knots or fraying

Alternative: Long ropes, resistance bands

Key Vocabulary

Teamwork

Working together towards a common goal, sharing ideas and supporting each other

Strategy

A plan or method for achieving a goal

Communication

Sharing information, ideas and feelings clearly with others

Reflection

Thinking about what happened and how to improve

Collaboration

Working together by combining different ideas and skills

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of following instructions in groups
Experience working with a partner
Knowledge of simple games and rules

Current Skills

Effective communication within teams
Problem-solving through collaboration
Strategic thinking and planning
Reflection and self-evaluation

Next Steps

Leading complex problem-solving challenges
Mentoring other teams
Creating own team challenges
Advanced strategic planning

Milestone Indicators

Students communicate clearly during team activities

Teams show improved performance through the lesson

Students can explain their team's strategy

Evidence of students adapting their approach

Key Teaching Points

Teams succeed through communication, not just individual skill
Listening to others' ideas is as important as sharing your own
Reflection and adaptation lead to improved team performance
Every team member has valuable contributions to make
Strategic planning before action improves success rates
Positive encouragement builds stronger teams
Learning from mistakes helps teams grow stronger

Common Misconceptions

Teams only succeed when they win - correction: teams succeed when they work well together
Loudest voice equals best leadership - correction: good leaders listen and include everyone
Individual skill is more important than teamwork - correction: coordination and cooperation achieve better results
Planning wastes time - correction: strategy discussion improves performance and reduces frustration
Some people aren't good team members - correction: everyone can contribute in different ways

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear structure and boundaries, use movement as positive outlet

dyspraxia

Simplify coordination requirements, allow extra practice time, focus on participation over performance

autism spectrum

Provide visual schedule of activities, allow planning time before activities, create quiet space if needed

visual impairment

Use bright coloured equipment, provide verbal descriptions of setup, assign sighted buddy for navigation

hearing impairment

Use visual signals for start/stop, demonstrate all activities clearly, assign communication partner

physical disability

Modify Row the Boat for seated participants, adapt Hang it Up with closer distances, provide alternative roles

Cross-Curricular Links

English

Verbal communication skills, listening comprehension, vocabulary development through discussion

Maths

Counting equipment in Hang it Up, timing activities, measuring distances, calculating team scores

Science

Forces and motion during Row the Boat, understanding gravity in Hang it Up

Computing

Logical thinking and problem-solving algorithms, understanding sequences of actions

PSHE

Building relationships, cooperation, respecting differences, resolving conflicts positively

Teacher Guidance

Positioning

Central position with clear view of all teams, move between groups during activities

Observation Focus

Team communication, inclusive participation, safety compliance, strategy development

Intervention Points

Step in if teams struggle with communication, safety issues arise, or students become frustrated

Demonstration Notes

Demonstrate: Always show team cooperation in examples, model positive communication language, emphasise the thinking process behind successful strategies

Verbal Cues

•'Teams, remember to communicate!'
•'What's your team strategy?'
•'How can you help each other?'
•'Listen to all ideas!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large outdoor area minimum 30m x 20m, or school hall with adequate space

Surface Check

Even surface free from holes, debris, or wet areas that could cause slips

Equipment Safety

Safety Checks

•Check all hoops for cracks or sharp edges
•Ensure beanbags are securely stitched
•Verify balls are properly inflated
•Check ropes for fraying or knots

Risk Management

Key Risks

•Collisions during Circle Release game
•Tripping during Row the Boat race
•Falls when students are lying down
•Contact with equipment during Hang it Up

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing between teams (minimum 3m)
•Progressive introduction of activities with demonstrations
•Constant supervision during physical challenges
•Clear start/stop signals established

Supervision & Emergency Procedures

Supervision Points

•Position to observe all teams simultaneously
•Move between activities to provide close monitoring
•Ensure clear sightlines to all students
•Monitor coat stands for stability during final activity

Emergency Procedures

STOP signal, immediate assessment, first aid if required, contact school office for serious injuries